Dissertation--Sciences sociales--Hannover--Fakultät für Geistes- und Sozialwissenschaften, 1999. / Bibliogr. p. 335-351.

Målet med denna uppsats är att försöka få fram vilka som är de avgörande faktorerna som påverkar ungdomar med utländsk härkomst i segregerade områden att studera vidare efter gymnasiet. Metoden som används i uppsatsen är en kvalitativ metod i form av en s.k. livshistorieintervju. Genom att använda sig av livshistorieintervju ges möjligheter för respondenterna att berätta sin historia från uppväxten i hemlandet till Sverige och de nuvarande studierna. Uppsatserna utnyttjar teorier som berör invandrarungdomars skolgång, attityder gentemot det svenska samhället, social habitus, rationellt tänkande samt om de kom frivilligt eller ofrivilligt till Sverige. Det som framkommer i uppsatsen är att ungdomarnas föräldrar, lärare, vänner och viljan att lyckas är de faktorer som påverkar dem när det gäller eftergymnasial utbildning

Submitted by Fabio Sobreira Campos da Costa (fabio.sobreira@ufpe.br) on 2017-03-07T14:21:48Z No. of bitstreams: 2 license_rdf: 1232 bytes, checksum: 66e71c371cc565284e70f40736c94386 (MD5) HISTÓRIAS DE VIDA DE DOCENTES QUE SE TORNARAM SINDICALISTAS.pdf: 2843234 bytes, checksum: 20e2675064fc05d352272bf3af0bc03a (MD5) / Made available in DSpace on 2017-03-07T14:21:49Z (GMT). No. of bitstreams: 2 license_rdf: 1232 bytes, checksum: 66e71c371cc565284e70f40736c94386 (MD5) HISTÓRIAS DE VIDA DE DOCENTES QUE SE TORNARAM SINDICALISTAS.pdf: 2843234 bytes, checksum: 20e2675064fc05d352272bf3af0bc03a (MD5) Previous issue date: 2016-06-22 / Esta pesquisa tem como objetivo geral compreender como determinadas pessoas construíram sua individualidade pelo desenvolvimento de um autocontrole instintivo e consciente. Em face da continuidade dessa construção, relacionaram-se e exerceram funções num sindicato docente (SINTEPE), contribuindo assim, para sua educação sindical, resultando, destarte, em mudanças de comportamento. O estudo trata das histórias de duas pessoas que se formaram professores e que na década de 80 do século passado se articularam no movimento docente, tendo esse grupo de indivíduos se filiado, posteriormente, a uma representação sindical, em 1990. No entanto, mediante essas relações de interdependência e funções exercidas em meio aos sindicalistas do SINTEPE, por condicionamento e compulsão, os indivíduos desta pesquisa interiorizam novos hábitos entre si, refletindo a partir deles os novos comportamentos sociais, as características da representação dessa entidade. Sinalizando, com isso, para uma perspectiva de uma educação informal. Para fundamentar este estudo, sustentome nos parâmetros metodológicos, no campo educacional, por uma abordagem historiográfica, fundamentada na teoria da História Nova, de Jacques Le Goff (1990), estruturada pelo método de história oral temática. Esta metodologia se apoia nas memórias desses indivíduos, mediante processo de coleta de dados por instrumento de entrevistas semiestruturadas, em que buscamos uma análise dos mesmos, em face ao aporte teórico de Nobert Elias (1970; 1994; 1998; 2011), tendo como primazia a valorização da oralidade, mas não desconsiderando a necessidade do diálogo entre outras fontes documentais em que esse processo analítico se apoiou, referenciado no procedimento de análise, segundo Kohl (2012). Consequentemente, alcançamos os resultados dos objetivos desta pesquisa. Primeiramente, a partir dos docentes sindicalistas entrevistados por terem apresentado a formação de suas individualidades a partir de aspectos sólidos e amadurecidos, para um autocontrole psíquico adulto. Em seguida, desdobraram relações de interdependência no seio do movimento sindical docente, mediante diversos níveis e formas, prevalecendo às características da função e do poder, latentes nestes processos relacionais. Por fim, através dessas experiências de relações figuraram para uma educação informal, embora articulada, também, pela modalidade educativa formal já existente, a partir da formação política do SINTEPE, onde, destarte, os docentes sindicalistas entrevistados apresentaram terem tido mudanças de hábitos mediante compulsão coletiva, no período em que passaram a interagir neste grupo social. / This work focuses on understanding how some people were able to build up their individuality by developing na instinctive and conscious self-control. This development took place in the Teacher`s Union where these people worked together and started some relationship, improved their Union education resulting in behavioral changes. The research is about two persons Who graduated teachers and on the 80`s were part of a teaching movement. Later, they were affiliated to Union representation. However, through these interdependence relationships and their work with Union staff, by compulsion and conditioning, they internalized new habits each other as well as a new social behavior. This fact created na informal education perspective. In order to support the study, I use methodological parameters in the educational field by a historiographical approach, based on the theory of New History, Jacques Le Goff (1990), and structured by the thematic oral history method. This methodology is based on the memories of these individuals through data collection process by means of semi-structured interviews, in which we seek an analysis thereof, by the theoretical framework of Nobert Elias (1970; 1994; 1998; 2011). We excel for the valuation of orality, but not disregarding the need for dialogue between other resources in which this analytical process is supported and referenced in the analysis procedure, according to Kohl (2012). Some results were reached out. Firstly, the union teachers presented formation of their individuality from solid and mature aspects. Secondly, they deployed interdependencies within the teacher trade union movement, through various levels and forms, prevailing the characteristics of the function and power, visible in these relational processes. Finally, these relationship experiences resulted in informal education, although articulated also by a previous formal educational modality, from the political formation of SINTEPE, where respondents union teachers had changes in habits by collective compulsion, in the period they began to interact in this social group.

[pt] Considerando a leitura e a construção narrativa como atividades libertadoras e agregadoras, este trabalho pretende pesquisar e analisar, pelo ponto de vista do design, metodologias, estratégias, técnicas, práticas e suportes lúdicos e pedagógicos; identificar problemas e propor um sistema de alternativas que possa instrumentar o mediador de leitura, dar-lhe autonomia e facilitar sua tarefa de incentivar a inserção da leitura prazerosa e da construção narrativa no habitus social. / [en] This work takes into account reading and narrative construction as liberating and aggregating activities, and intends to research and analyze, from the point of view of design, methodologies, strategies, techniques, practices and educational and pedagogical supports; identify problems and propose a system of alternatives that can instrument the mediator of reading, give him autonomy and help him in his task of encouraging the insertion of reading with pleasure and narrative writing in the social habitus.

Social media effects may affect self-perception and the way media users live their offline lives. The purpose of this essay was to examine the phenomenon of social media saturation in order to understand the possible risks to the development of human identity during the adolescent period. Hence, these risks may be generated by being exposed to social comparison, cyberbullying, self-validation, and self-perception in a sensitive age when self-image is still fragile and being formed. The purpose of this essay is to examine the psychological tendencies of human beings while interacting with their peers on social media platforms. Hence, this will give us a clearer view of what would be achieved by conducting interviews. Moreover, a selection of theories will be applied to those interviews in order to associate those theories with what has been said by respondents. Hence, Meyrowitz’s theory will be used in relation to  understanding the identity adaptation to online connection and linked to Goffman’s discussions of “onstage” and “backstage” (Meyrowitz, 1985: 5). After this, the essay will investigate how users’ self-perception and social comparison are enacted while socializing on social media platforms. Furthermore, this essay sheds the light on how identity is constructed online in the sense of belonging to a community on a social media platform as well as of gratification coming from peer validation in a virtual community. To be able to explain this, the “Social Identity Theory” will, therefore, be discussed (Teo, Matti, et al, 2017: 23). This will be discussed by mentioning theories like “Mediatization” (Couldry & Hepp, 2013). And lastly, the sociological concept of Habitus, minted by Pierre Bourdieu will demonstrate the process of adaptation towards unspoken social codes existing in virtual communities (Markham, 2017: 55).  As found in the four qualitative semi-structured interviews with social media users, respondents are surrounding themselves with like-minded social groups which provide them with confidence about their own system of beliefs. Nevertheless, their perspectives are often marked by notable social pessimism and a lack of incentive to engage in conflictual interactions with others on social media. The results pointed out the perception among the interviewees that the impact of social media on identity formation is largely confined to adolescent users. Many users self-report significant daily screen time and are aware of the risks of social bubbles. Most of the respondents denied being subjected to cyberbullying, while they were surfing on social media, so the respondents’ physical lives were not affected by cyberbullying even for those who mentioned their exposure to cyberbullying. All the respondents expressed a sense of jealousy to some extent, even though some of them showed awareness of the thought that people post their lives from a perfect angle while hiding the flaws and not showing the imperfections of their lives on social media. Lastly, social comparison was an incentive feeling affected most of the respondents, and in their own experience, social media affected their character development and self-perception since they were exposed to social media at an adolescent age.